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Background/ContextPrior research on Milliken v. Bradley focuses on the failure of this case to implement interdistrict busing in the highly segregated Detroit schools. Much of this work focuses explicitly on desegregation, rather than on equity and addressing individual, systemic, institutional, and organizational challenges that may prevent the advancement and actualization of desegregation to benefit Black students, teachers, and communities.Purpose/ObjectiveIn this study, we shed light on the impacts of desegregation on Black students, teachers, and communities. We argue that Brown, Milliken, and associated policies that attempt to address segregation focus mostly on student assignment policies. Our focus instead is on highlighting the underconceptualized microlevel realities of desegregation, which include the losses of cultural and community connections, strong role models, and connections to school.Population/ParticipantsThis study draws from interview data collected from three experts in the field of education whose research focuses on school desegregation. The interview participants have written scholarly articles and/or book chapters about desegregation and related influences on/for Black teachers, Black students, and Black communities spanning the PreK–12 and higher education spectrum.Research DesignThis study employs in-depth qualitative interviewing.Data Collection and AnalysisInterviews were conducted by phone and lasted approximately 45 minutes to an hour. Participants in the study were asked questions about the impact of desegregation and education on Black teachers’ experience, self-concept, dedication, and retention; Black students’ experience of schools and school-related success; experience and connection of Black communities; and “next steps” in educating Black students. An interpretive perspective was used to guide the interview analyses in this study.Findings/ResultsAnalysis of the expert interviews reveals the underexplored microlevel losses and harmful effects of desegregation policies and politics on Black children, families, and communities.Conclusions/RecommendationsEvidence from these researchers who have studied desegregation suggests that for many Black students and educators, desegregation was unsuccessful— even when there were superficial indicators of success. We suggest that both researchers and policy makers should consider drawing from the potential losses associated with desegregation and focusing on equity, regardless of schooling location and population.

This article focuses on factors outside of school that we have identified from the established research literature as essential for educators to consider in supporting students in urban environments. We start by conceptualizing what it means for a school to be “urban.” Following this discussion, we describe four outside-of-school factors that emerge from the literature: (1) Understanding Student and Family Homelessness; (2) Understanding Geography and Social Contexts; (3) Understanding Policy and School Funding; and (4) Understanding Parental and Family Involvement. These factors are important to helping educators, especially pre- and in-service teachers, in their understanding of and, consequently, the practices they use to meet the needs of students in these social contexts. We conclude with recommendations for educational practice.

The Windows into Teaching and Learning (WiTL) project was developed by researchers at one large urban institution in the southeast region of the United States as a way to facilitate online clinical experiences for content area methods students during summer coursework. Utilising both synchronous and asynchronous elements, WiTL addressed the issue of students gaining meaningful clinical experiences in coursework offered during the summer. Though the purpose of WiTL was initially for methods students to engage in observations of and conversations with practising classroom teachers, an unanticipated outcome occurred. In this paper, the authors describe the WiTL process and discuss the impact it had on the professional growth of the practising classroom teachers. The results indicate that WiTL encouraged teachers to utilise reflective practice in rethinking their pedagogy and used technology to facilitate professional learning community among classroom teachers.

Through course readings, museum visits, focus group discussions, and reflections on clinical observation experiences, preservice teachers developed a fictitious educational setting (Courage High School) that incorporates critical, social justice practices and privileges the experiences and cultural backgrounds of all K-12 students. Participants presented a model for this school and how it would benefit specific student needs. From our classroom experiences, the authors developed recommendations for how future educators problematized ideas of courage, race, and diversity in developing Courage High School. The authors suggest that using museums as experiential pedagogical tools and offering authentic learning opportunities can encourage a critical, social justice orientation to teaching and may inspire future teachers to enact courage in their teaching practice.